2006: ASCILITE 2006 Conference Proceedings

The proceedings of the 2006 ASCILITE Conference.

L. Markauskaite, P. Goodyear, & P. Reimann (Eds.) Who’s Learning? Whose Technology? University of Sydney, Australia

December 3-6, 2006.

Published: 2026-03-04

ASCILITE Conference - Full Papers

The use of a visual learning design representation to document and communicate teaching ideas

Shirley Agostinho

3-7
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Whose technology enables learning through discussions? The ‘shoutboard’: A new design for asynchronous discussions

Rozz Albon, Lina Pelliccione

9-19
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Dissemination of innovations A case study

Shirley Alexander

21-31
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A blended approach to collaborative learning Can it make large group teaching more student-centred?

Belinda Allen, Alan Crosky, Iain McAlpine, Mark Hoffman, Paul Munroe

33-42
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Spatial imaginings Learning and identity in online environments

Reem Al-Mahmood

43-54
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E-learning Do our students want it and do we care?

Leonie Arthur, Bronwyn Beecher, Roslyn Elliott, Linda Newman

55-59
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Audience response systems in practice Improving Hong Kong students’ understanding of decision support systems

David A. Banks, Ann Monday

61-70
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Collaboration for inter-cultural e-learning A Sino-UK case study

Sheena Banks

71-77
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Collaborative learning Some possibilities and limitations for students and teachers

Matt Bower, Debbie Richards

79-89
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An Agile method for developing learning objects

Tom Boyle, John Cook, Richard Windle, Heather Wharrad, Dawn Leeder, Rob Alton

91-99
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Recorded lectures Looking to the future

Kathy Buxton, Kerryn Jackson, Melissa deZwart, Len Webster, David Lindsay

101-104
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Teaching with technology Using online chat to promote effective in-class discussions

Leanne Cameron

105-109
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Everyone’s learning with podcasting A Charles Sturt University experience

Anthony Chan, Mark J. W. Lee, Catherine McLoughlin

111-120
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A participatory design approach to the development of online tutor training materials A case study from China

Zehang Chen

121-129
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Driving online education The Swedish Net University – a case study in purpose and pedagogy

Michael Christie

131-135
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Real use research evaluation of an online essay writing module Information literacy eLearning modules project

Dawn Coburn, Dave Keen, Wendy Ritson-Jones, Bronwyn Hegarty, Jenny McDonald

137-142
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Learning with wireless mobile devices and social software

Thomas Cochrane

143-146
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Argumentation and text-based conferencing Who is learning and what is being learned?

Caroline Coffin, Ann Hewings, Sarah North

147-151
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An in-depth case study of students’ experiences of e-Learning – how is learning changing?

Gráinne Conole, Maarten de Laat, Teresa Dillon, Jonathan Darby

153-161
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Analysing online discussions What are students learning?

Deborah Cotton, Jon Yorke

163-171
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An experience with conducting a role-play in decision making for a food and nutrition policy course

Pippa Craig, Leah Bloomfield

173-177
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Who’s learning and how? Researching the learner experience

Linda Creanor, Kathryn Trinder, Doug Gowan, Carol Howells

179-188
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Using fMRI to explore interactivity and cognition A methodological case study

Barney Dalgarno, Gregor Kennedy, Sue Bennett

189-198
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Whose assessment in a problem based learning medical program?

Peter Davy

199-203
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Re-purposing an online role play activity Exploring the institutional and pedagogical challenges

Elizabeth Devonshire

205-208
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Learner identities in transition Getting to know our students better through a comparative investigation of two British and Australian postgraduate programs

Sophie di Corpo, Siân Bayne

209-212
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Taking ownership of technology Lecturers as LMS learners

Iain Doherty, Michelle Honey

213-216
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Using educational technologies to understand how learners solve problems

Kristine A. Elliott, Gregor E. Kennedy

217-226
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Personality type and learning environments Two case studies

Ainslie E. Ellis

227-235
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Perspectives of stakeholders on eLearning in science education at university

Robert A. Ellis, Tom Hubble, Andrelyn C. Applebee, Mary Peat

237-246
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Fostering communities of practice during the creation of an online classroom-based simulation

Brian Ferry, Lisa Kervin

247-250
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Sustaining and transferring curriculum and pedagogical innovation through establishing communities of practice

Robert Fox, Lee Yeung, Nancy Law, Allan Yuen, Alison Yeung

251-255
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Iterative learning Self and peer assessment of group work

Mark Freeman, Diane Hutchinson, Lesley Treleaven, Chris Sykes

257-266
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Sharing open courseware content through learning objects standards

Sergio Freschi, Rafael Calvo

267-270
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To post or not to post Undergraduate student perceptions about participating in online discussions

Philippa Gerbic

271-281
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Prototyping a wholly online IT unit

Annegret Goold, Naomi Augar

283-292
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Who’s learning? Responding to the needs of a culturally diverse world of online learners

Andrea Hall

293-302
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Professional development for online teaching practices

Julia Hallas

303-311
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Using the internet for professional development The experience of rural and remote professionals

Anthony Herrington, Jan Herrington

313-322
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New students, new learning, new environments in higher education Literacies in the digital age

Dale Holt, Ian Smissen, Stephen Segrave

327-337
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Designing for disruption Remodelling a blended course in technology in (language) teacher education

Debra Hoven

339-349
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Learning, study and review methods 101 A fun way to learn and study complex theoretical content

Cheryl Howard

351-361
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Reflective practice in lesson design

Chun Hu, Miriam Weinel

363-366
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Online facilitation Strategies for gaining engagement in different OLEs

Chris Hughes, Sophie di Corpo, Lindsay Hewson

367-377
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Analysing the efficacy of blended learning using Technology Enhanced Learning (TEL) and m-learning delivery technologies

Kevin Johnson, Cathal McHugo, Timothy Hall

379-383
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Towards a reference model for the personal learning environment

Mark Johnson, Paul Hollins, Scott Wilson, Oleg Liber

385-389
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Who will own the new VLE? Sharing practice, problems and alternative solutions

Chris Jones, Gráinne Conole

391-399
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An activity theory approach to the exploration of tutors’ perceptions of effective online pedagogy

Gordon Joyes

401-408
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Reinventing and reinvigorating instructional design A theory for emergent learning

Elena Kays, Rod Sims

409-412
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Questioning the net generation A collaborative project in Australian higher education

Gregor Kennedy, Kerri-Lee Krause, Kathleen Gray, Terry Judd, Susan Bennett, Karl Maton, Barney Dalgarno, Andrea Bishop

413-417
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A partnership for iPod pedagogy Using the technology of millennial learners across educational contexts

Lisa Kervin, Doug Reid, Jeff Vardy, Carroll Hindle

419-422
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The role of problematizing in online knowledge building

Ming Lai

423-427
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Monitoring eLearning environments through analysing web logs of institution-wide eLearning platforms

Paul Lam, Christina Keing, Carmel McNaught, Kin-Fai Cheng

429-439
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Moving towards a university-wide implementation of an ePortfolio tool

Sarah Lambert, Linda Corrin

441-450
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Modelling blended learning environments Designing an academic development blog

Geraldine Lefoe, Wendy Meyers

451-454
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Who’s designing what for whom? Comparing taxonomies in web-based educational design galleries

Tim Lever

455-464
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Reusing learning designs Role play adaptations of the Mekong and Ha Long Bay e-Sim

Kate Lloyd, Melissa Butcher

465-468
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Educational animation Who should call the shots?

Richard Lowe

469-472
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Is role-play an effective teaching approach to assist tertiary students to improve teamwork skills?

Joseph Luca, Deanna Heal

473-477
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Bringing e-learning home An experiment in embedding e-learning using departmental e-learning advocates

Brett Lucas

479-482
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iPod, uPod? An emerging mobile learning tool in nursing education and students’ satisfaction

Margaret Maag

483-492
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Who is learning? A preliminary study of an online elearning dissemination strategy

Mary Jane Mahony

493-496
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Educational design and online support for an innovative project-based course in engineering design

Iain McAlpine, Carl Reidsema, Belinda Allen

497-507
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What do first year students think about learning graphics packages?

Joshua McCarthy

509-512
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Chinese higher education teachers’ conceptions of e-Learning Preliminary outcomes

David McConnell, Jianhua Zhao

513-523
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Electronic delivery of oral feedback on graphic design projects

Coralie McCormack, Mary-Jane Taylor

525-528
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The role of e-teaching in e-learning

Jacquelin McDonald

529-533
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Learning object A new definition, a case study and an argument for change

Jenny McDonald

535-544
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You, me and iLecture

Julie McElroy, Yvette Blount

549-558
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Beyond marks and measurement Developing dynamic and authentic forms of e-assessment

Catherine McLoughlin, Joe Luca

559-562
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Online student contracts to promote metacognitive development

Mark McMahon, Joe Luca

563-572
- PDF
The ‘copy and paste’ function A flawed cognitive tool in need of redesign

Michael Morgan, Gwyn Brickell, Barry Harper

573-582
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Benchmarking e-Learning in UK higher education

Derek Morrison, Terry Mayes, Eddie Gulc

583-587
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Increasing success in first year courses Assessment re-design, self-regulation and learning technologies

David Nicol

589-598
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Professional development for professional developers Who’s learning about e-learning from whom?

Margaret O’Connell, Robyn Benson, Gayani Samarawickrema

599-602
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The trial of learning objects Exploring the design and delivery of VTE courses with learning objects

Ron Oliver, Mark McMahon, Peter Higgs, Rose Shum, Lisa Wait, Dominic Lou

603-613
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How does hypermedia support learning? The role of different representational formats and varying levels of learner control for the applicability of multimedia design principles

Maria Opfermann, Peter Gerjets, Katharina Scheiter

615-622
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Online student portfolios for demonstration of engineering graduate attributes

Stuart Palmer, Wayne Hall

623-632
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Mediated electronic discourse and computational linguistic analysis Improving learning through choice of effective communication methods

Rachel Panckhurst

633-637
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A pragmatic and strategic approach to supporting staff in inclusive practices for online learning

Elaine Pearson, Tony Koppi

639-646
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Going with the grain Mobile devices in practice

John Pettit, Agnes Kukulska-Hulme

647-656
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Implementing new technologies across the organisation The LAMS@Macquarie project

Robyn Philip, Angela Voerman

657-662
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Tools used in Learning Management Systems Analysis of WebCT usage logs

Rob Phillips

663-673
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Repurposing an online tutor training resource

Jenny Pizzica, Mary Jane Mahony, Elizabeth Devonshire

675-678
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Learning from Web 2.0 practices A tool to support real- time student collaboration

Tim Plaisted, Stuart Irvine

679-683
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Supporting peer assessment of individual contributions in groupwork

Richard Raban, Andrew Litchfield

685-694
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Fun and feedback at the press of a button

Debbie Richards, Catherine Braiding, Alan Vaughan

695-705
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The evolution of audiographics A case study of audiographics teaching in a business faculty

Steve Rowe, Allan Ellis, Tran Quoc Bao

707-716
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E-Scholars Staff development through designing for learning

Diane Salter

717-726
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Design and evaluation of an e-learning environment to support the development and refinement of clinical reasoning and decision-making

Justin Newton Scanlan, Catherine McLoughlin, Nicola Hancock

727-736
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Impact on student learning Student evaluations of online formative assessment in fluid mechanics

Karen M. Scott, Mary-Helen Ward, Graeme Wood

737-740
Design-based research and the learning designer

Deidre Seeto, Jan Herrington

741-745
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Integrating culture in the second language curriculum through a three-dimensional virtual reality environment

Sachiyo Sekiguchi, Paul Gruba, Abdul Rahman Al-Asmari

747-751
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Why don’t students attend lectures and what can be done about it through using iPod nanos?

Susan J. Shannon

753-756
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Implementing e-learning across a faculty Factors that encourage uptake

Paul Sheehy, Gerard Marcus, Frederico Costa, Rosanne Taylor

757-767
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Persistent technologies Why can't we stop lecturing online?

Stephen Sheely

769-774
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Blogging for learning Integrating social networks for staff development

Rod Sims, Diane Salter

775-778
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Student learning processes using an online PBL module in an art and design education course

Kim Snepvangers, Iain McAlpine

779-788
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Impact of video recorded lectures among students

Swee Kit Alan Soong, Lay Kock Chan, Christopher Cheers, Chun Hu

789-793
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Influence of teacher beliefs on web-enhanced learning experiences Learners and teachers

Caroline Steel

795-805
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Pragmatic approach to learning materials

Denise Sweeney, Willy Sher

807-812
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Computer-mediated interaction in context

Mary Thorpe, Steve Godwin

813-823
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Podcasting, student learning and expectations

Belinda Tynan, Stephen Colbran

825-832
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Describing a design pattern Why is it not enough to identify patterns in educational design?

Christian Voigt, Paula M. C. Swatman

833-842
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Thoughts on blogging as an ethnographic tool

Mary-Helen Ward

843-851
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Use of visualisation software to support understanding of chemical equilibrium The importance of appropriate teaching strategies

Anula Weerawardhana, Brian Ferry, Christine Brown

853-861
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Student evaluations of elearning technologies in undergraduate psychology A blended model for the future

Fiona A. White, Martin Daly, Karen M. Scott

863-870
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Moving from face-to-face to online classrooms The reflective university teacher

Faye Wiesenberg, Elizabeth Stacey

871-879
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The Lectopia service and students with disabilities

Jocasta Williams

881-884
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Throwing a pebble into the pond E-portfolios and student engagement

Hazel Willis, Phil Gravestock, Martin Jenkins

885-888
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Facilitating uptake of online role play Reusability, learning objects and learning designs

Sandra Wills, Anne McDougall

889-892
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Gathering online representations of practice about assessment for use as a professional development tool A case in progress

Gail Wilson, Rosemary Thomson, Janne Malfroy

893-897
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At the limits of social constructivism Moving beyond LMS to re-integrate scholarship

Lisa Wise, James Quealy

899-907
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Understanding complex calculations Automated spreadsheets with built-in feedback

Graeme Wood, Mary-Helen Ward

909-913
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Designing reusable online clinical reasoning templates A preliminary evaluation

Helen Wozniak, Mark Hancock, Joanne Munn, Gosia Mendrela

915-919
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Learning through online discussions A focus on discourse analysis and language functions

Dai Fei Yang, Peter Goodyear

921-929
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Teaching through technology-enhanced environments in higher education Moderating for effective computer conferencing

Maria Zenios

931-936
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Analysing teaching design repositories

Danyu Zhang, Rafael Calvo, Nicholas Carroll, John Currie

937-946
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A lexical analysis of 1995, 2000 and 2005 ascilite conference papers

Craig Zimitat

947-951
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eLearning adoption Staff development and self-efficacy

Bronwyn Hegarty, Merrolee Penman, Dawn Coburn, Oriel Kelly, Cheryl Brown, Beverley Gower, Grant Sherson, Maurice Moore, Gordon Suddaby

952-962
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How experienced teachers learn in the information age

Natalie Senjov-Makohon

963-968
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2006: ASCILITE 2006 Conference Proceedings

ASCILITE Conference - Full Papers

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